Abstract
BackgroundImage interpretation scaffolds and mind mapping may support students’ historical reasoning. Benefits of such approaches are, until present, not empirically tested. AimsThis quasi-experimental study compared effects of three conditions: a sequenced image interpretation scaffold, a flexible image interpretation scaffold, and mind mapping on students’ historical reasoning about and with images. SampleParticipants were adolescents (secondary school students, N = 145, M age 13.9 years). MethodsHistorical reasoning was assessed with a writing task. Participants interpreted three photographs over three time points. At T1, students had no support. At T2 and T3, students interpreted an image with the randomly assigned condition. Students’ interpretative essays were rated to assess historical reasoning. ResultsImage interpretation scaffolds better supported historical reasoning than mind mapping. Both interpretation scaffolds enhanced historical reasoning. Particularly the flexible image interpretation scaffold appeared to benefit contextualization and the description of the relevance of the image message for the present. However, effects of the flexible scaffold were not stable over time. ConclusionsImage interpretation scaffolds seem beneficial to support students’ interpretation of historical images. Further research needs to investigate how image interpretation scaffolds support historical reasoning for different types of images.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
